Diverse Learning CoPPutting the Puzzle Together:Components of an Effective Reading Program for Struggling Readers
Facilitator: Donna LupatkinGuests: Cindy Mata-Aguilar, Andrea Kotula, Cerelle Morrow, Education Development CenterDate: November 3, 2008
GoalsTo understand how the key components of a successful reading program for struggling readers fit togetherTo share information about what works in different schoolsTo plan ways to continue the conversation and share resources
AgendaWelcome and IntroductionsSetting the Context: Problem SolvingComponents of an Effective Reading ProgramNext Steps
Meet our Guest Cindy Mata-Aguilar brings 32 years of experience in working in education. Ms. Aguilars expertise includes literacy, special education, inclusive practices, and school reform in the middle and high school.
Dr. Andrea Winokur Kotula has been a teacher, teacher-educator, and researcher for 40 years. Her primary focus has been on diagnosis and interventions for struggling readers.
Cerelle Morrow is a Senior Training and Technical Assistance Associate. She is a former middle school English as a Second Language (ESL) teacher and holds a M.Ed. in International Education Development, with a specialization in Teaching English as a Second Language (TESOL) from Teachers College, Columbia University.
Setting the Context:Types of Reading ProblemsFoundation skills (phonemic awareness, phonics, and sight word vocabulary)FluencyComprehension (vocabulary, text comprehension, and comprehension strategies)
Fitting the pieces of a learning program together
What are the Separate Pieces?AssessmentResearch-based instructional strategiesProgrammingProfessional DevelopmentLeadershipIntegration of Technology
AssessmentScreening: Which students need additional reading support?Diagnostic testing: What kinds of specific help does each student need?Progress monitoring: How are they doing? Are they acquiring the needed skills?
Discussion: Testing in Your SchoolWhat kinds of tests do you use in your school? Why? One school gives the MAP (Measures of Academic Progress) Test in the spring of the entire school population. How do you use the results to inform instruction?One school finds that the TerraNova Test identifies red flags. Another schools uses the QRI (Quality Reading Inventory) since it provides an informal assessment.
Research-Based StrategiesFoundation reading skills
Foundation Reading SkillsAssessment drives the instructionExplicit and systematic instruction is needed.Intensity for struggling readers: more time, smaller groupsBuilding sight vocabulary enhances fluency
Vocabulary LearningListening the words needed to understand what is heardSpeaking the words used when speakingReading the words needed to understand what is readWriting the words used in writingSight those words that can be identified without explicit decoding during reading
Nagy, W.E., & Scott, J.A. (2000)
Vocabulary: TiersTier 1 very basic, common words happy, good, hand, telephone, house.
Tier 2 high frequency for mature language fairly general but sophisticated: coincidence, remote, absurd, delinquent, travesty. Isabel Beck estimates 8,000; 800/yr K-9; 600/year K-12.
Tier 3 low frequency words often limited in use to a particular domain digraph, schwa, isotope, schemata, etc.
Beck, I. L., McKeown, M.G. & Kucan, L. Bringing Words to Life: Robust Vocabulary Instruction
DiscussionImplications for Hebrew and English vocabulary learningTeaching second language learning is best understood as teaching to all studentsfrom the same perspective that RtI teaches to all students.If students come from bilingual homes (Hebrew and English), then it makes it even more complicated to create an effective reading program designed to teach all children.Koallen might be a helpful toolKriah scan, a tools designed by Aaron Hirsh Fried, is useful for all ages.
ComprehensionComprehension monitoringCooperative learningGraphic and semantic organizersQuestion answeringQuestion generationSummarizationMultiple strategy instruction
In our discussion, participants noted that it became important to consider the following issues and strategies in designing reading programs: * Learning academic vocabulary at home and at school.* Finding and using vocabulary lists of English and Hebrew* Considering the 10 lists of most frequently used academic words
Programming to Meet Students NeedsCore Instruction
Discussion: Programs in Your SchoolWhat types of supplemental instruction do you provide? Classroom teachers help students in the classroom.What types of intensive instruction do you provide? Resource teachers are used, though this gets expensive.
LeadershipMust involve principal/head of school, curriculum leaders, and members of the BoardNeeds to be aligned to mission, vision, strategic planNeeds to provide teachers with ongoing supportNeeds to involve familiesNeeds to consider how to access and allocate resources
Integration of TechnologyConsiderTypes of technology toolsPurpose for useStudents abilities and needsCurriculum goalsConnection to research-based strategiesAvailability and accessProfessional development
Literacy Matters www.literacymatters.orghttp://www.literacymatters.org/teachers/index.htm
Read Write Think http://www.readwritethink.org/
Reading Rockets http://www.readingrockets.org/?gclid=CLW3w5yQlZYCFQKaFQodC391Eg
PEJE wishes to thank Hidden Sparks for their generous support of this CoP.
Andrea will do with an extra handout to be sent. Judy has a handout from ther NIEREL report. Cindy will send Judy slidesCerelle will send a slideCindy